Specialist Certificate in Inclusive Music Teaching (SC-IMUSTCH)

Specialist CertificateYear: 2022 Delivered: On Campus

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Overview

Award titleSpecialist Certificate in Inclusive Music Teaching
Year & campus2022
Fees informationSubject EFTSL, level, discipline and census date
Study level & typeGraduate Coursework
AQF level Non-AQF
Credit points25 credit points
Duration12 months part-time

The Specialist Certificate in Inclusive Music Teaching is a part-time award taken over two study periods. Upon completion, graduates will be able to design and critically evaluate relevant and specialist music teaching and learning curriculum suitable for learners who have neurodevelopmental conditions and/or intellectual disability. The certificate consists of two core subjects offered intensively in seminar classes designed to promote active learning, including:

  1. Theories of Inclusive Music Teaching, which will engage students in contemporary theory from three relevant disciplines (music pedagogy, special education, and music for health and wellbeing), and
  2. Methods for Inclusive Music Teaching, which will focus on translating theory into practice by providing students with mentoring and support in developing their specialist music studio pedagogical skills for diverse learners in small group and one-to-one contexts.

Entry requirements

1. In order to be considered for entry, applicants must have completed:

  • An undergraduate degree in a relevant field or equivalent; and
  • Two years of documented relevant work experience of studio-based music teaching experience with a minimum of 10 students over a 2-year period, with employment reference; and
  • Music skills equivalent to AMEB Practical Grade 8 and AMEB Theory Grade 5; and
  • Hold a valid Working with Children Check.

Meeting these requirements does not guarantee selection.

2. In ranking applications, the Selection Committee will consider:

  • Prior academic performance; and
  • Relevant work experience; and
  • Portfolio that includes video demonstrating music skills

3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.

4. Applicants are required to satisfy the university’s English language requirements for graduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band of 6.5 or more in the International English Language Testing System (IELTS) Academic Test with no band less than 6.0 is required.

Inherent requirements (core participation requirements)

The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.

Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student‐equity/home

Intended learning outcomes

On completion of this course, graduates will be able to:

  • demonstrate an advanced understanding and knowledge of how educational theory and research inform inclusive education music pedagogy;
  • demonstrate an advanced understanding of critical disability theory;
  • demonstrate an advanced understanding of the impact of neurodevelopmental conditions and/or learning differences on music skills training;
  • critically analyse how educational theories, debates, policies and research informs teaching practice;
  • assess, design and evaluate music education programs for a diverse range of music learners;
  • interpret and design relevant curriculum and pedagogy to engage a diverse population of music learners;
  • demonstrate an advanced understanding of how interventionist teaching practices that promote participation and inclusion of diverse music learners;
  • make carefully reasoned and appropriately documented decisions relevant to curriculum design for diverse music learners, drawing on appropriate theoretical and research principles and methods;
  • demonstrate an advanced understanding of practical, safe and supportive approaches to promote positive behaviours.

Generic skills

  • An advanced understanding of the changing knowledge base in the specialist area;
  • Advanced skills and techniques applicable to the discipline;
  • Advanced competencies in areas of professional expertise and/or scholarship;
  • A capacity to articulate their knowledge and understanding in oral and written presentations;
  • A capacity to manage competing demands on time, including self-directed project work;
  • An appreciation of the ways in which advanced knowledge equips the student to offer leadership in the specialist area;
  • The capacity to value and participate in projects which require team-work;
  • An understanding of the significance and value of their knowledge to the wider community (including business and industry);
  • A capacity to engage where appropriate with issues in contemporary society.

Course structure

Two compulsory subjects (25 points) taken over two study periods:

Code Name Study period Credit Points
MUSI90240 Methods for Inclusive Music Teaching Not available in 2022 12.5
MUSI90241 Theories of Inclusive Music Teaching Not available in 2022 12.5

Last updated: 12 November 2022